ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
National Standards:
Physical- Interactions of Energy and Matter
Earth & Space-Origin and Evolution of the Earth System
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson introduces Earthquakes, which ties into Plate movements which cause them. Faults, Folds, and Epicenter vs. focus will be discussed before students plot out locations of known earthquakes on a world map. They will then answer questions based around the locations of earthquake and the plate boundary type found near there, and so try to figure out which movement may have caused each earthquake. They will then research for homework the various types of waves created during earthquakes and build a foldable to represent what they found out on P, S and surface waves.
Opportunities to Learn:
Depth of Knowledge
DOK 1- perform a routine procedure of mapping locations
DOK 2- Represent data on a map and interpret the information
Prerequisite Knowledge
Students should be able to read a map and find locations to place markers upon it.
Plans for Differentiating Instruction
visual representation of the map and the differance between epicenter and focus
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
Materials
Paper, Pencil, World Map, Epicenter List, Copy of their boundary border types, scissors, notebook, textbook
Objectives
-Have them connect the location of earthquakes with the plate boundaries
-use mapping skills
-work separately to create a foldable instead of in groups
Instruction
Opening
-Daily teaser
-Review the boundary types they denoted for homework
-Ask questions on what may happen at various types of boundaries to shift into earthquake topics. Sample Questions: If there is a convergent boundary in the middle of a country what do you think may happen? How would this effect the people living there? If there is a transform boundary outside of a city what may happen when it shifts? What could the people do in this situation? Has anyone ever been in an earthquake?
Engagement
-outline faults and folds in an earthquake
-give a visual representation (text) for the difference between an epicenter and the focus of an earthquake
-Hand out maps for students to plot out epicenters of various earthquakes (list on board)
-have them compare their epicenter map to their boundary type map and answer questions
(questions to answer regarding the boundary type and earthquake locations)
Closure
-review topics from the day and answer any questions
-ask queastions if not getting feedback on the activity Sample Questions: Would you expect to have an earthquake here in RI? Why or why not. What states do you think may experience earthquakes?
-Have them build a foldable for homework on the 3 types of waves created in an earthquake
Assessment:
-Map and questioner on epicenters
-foldable on three types of waves
Lesson Title: Earthquakes
State Standards(GSEs):
ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patternsESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity
National Standards:
Physical- Interactions of Energy and MatterEarth & Space-Origin and Evolution of the Earth System
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson introduces Earthquakes, which ties into Plate movements which cause them. Faults, Folds, and Epicenter vs. focus will be discussed before students plot out locations of known earthquakes on a world map. They will then answer questions based around the locations of earthquake and the plate boundary type found near there, and so try to figure out which movement may have caused each earthquake. They will then research for homework the various types of waves created during earthquakes and build a foldable to represent what they found out on P, S and surface waves.Opportunities to Learn:
Depth of Knowledge
DOK 1- perform a routine procedure of mapping locationsDOK 2- Represent data on a map and interpret the information
Prerequisite Knowledge
Students should be able to read a map and find locations to place markers upon it.Plans for Differentiating Instruction
visual representation of the map and the differance between epicenter and focusAccommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
Paper, Pencil, World Map, Epicenter List, Copy of their boundary border types, scissors, notebook, textbookObjectives
-Have them connect the location of earthquakes with the plate boundaries-use mapping skills
-work separately to create a foldable instead of in groups
Instruction
Opening
-Daily teaser-Review the boundary types they denoted for homework
-Ask questions on what may happen at various types of boundaries to shift into earthquake topics.
Sample Questions: If there is a convergent boundary in the middle of a country what do you think may happen? How would this effect the people living there? If there is a transform boundary outside of a city what may happen when it shifts? What could the people do in this situation? Has anyone ever been in an earthquake?
Engagement
-outline faults and folds in an earthquake-give a visual representation (text) for the difference between an epicenter and the focus of an earthquake
-Hand out maps for students to plot out epicenters of various earthquakes (list on board)
-have them compare their epicenter map to their boundary type map and answer questions
Closure
-review topics from the day and answer any questions-ask queastions if not getting feedback on the activity
Sample Questions: Would you expect to have an earthquake here in RI? Why or why not. What states do you think may experience earthquakes?
-Have them build a foldable for homework on the 3 types of waves created in an earthquake
Assessment:
-Map and questioner on epicenters-foldable on three types of waves
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page